Boakye, N.Y. (2016). The efficacy of socio-affective teaching strategies in a reading intervention: Students’ views and opinions. Language Matters, 48(3):393 - 414.
Boakye, N.A.N.Y & Mai, MM. 2016. A needs analysis for a discipline-specific reading intervention. English Language Teaching, 9(3): 235-247.
Boakye, N. 2015. The relationship between self-efficacy and reading proficiency of first-year students: An exploratory study. Reading and Writing Journal, 6(1) Art # 52, 9 pages. http;//dx.doi.org/10.4102/rw.v6i1.52. DoHET.
Boakye, N. 2015 The social dimension of reading literacy development in South Africa. International Journal of the Sociology of Language, 234:133-156. ISI.
Boakye, N. (Forthcoming). Exploring students’ reading profiles as a needs analysis for a reading intervention programme. South African Journal of Higher Education.
Boakye, N.A.Y. (Forthcoming). The effectiveness of socio-affective teaching strategies in a reading intervention: Students’ views and perceptions. Language Matters.
Boakye, N., Sommerville, J. & Debusho, L. 2014. The relationship between socio-affective factors and reading ability: Implications for tertiary reading instruction. Journal for Language Teaching, 48 (1): 173-213. DoHET.
Boakye, N. 2012. A multifaceted model for designing L2 reading instruction at tertiary level. Journal for Language Learning (Per Linguam), 27(2): 111-128. DoHET.
Boakye, N. 2011. The influence of socio-affective factors on student’ reading ability. Journal of Hermeneutics, Art, Theory and Criticisms, (11): 38-53. Peer Reviewed
Boakye, N. 2009. Students’ beliefs and perceptions about language learning: An investigation. Second Language and Intercultural Council Journal, 9 (1): 28-37. Peer Reviewed
Boakye, N. & Southey, L. 2008. Investigating students’ motivations and attitudes towards reading. Journal for Language Teaching. 42 (2): 1-22. DoHET.
Boakye, N. 2007. Investigating students’ beliefs about language learning. Per Linguam, 23 (2): 1-13. DoHET.
Boakye, N. 2004. Fossilisation: A Case of Black South African Students. Intercultural and Second Languages Council Journal (NOTOS), 5 (1): 22-33.